| Sumario: | This literature review examines the issue of delivery of instruction for students at-risk of reading disabilities. Research has traditionally been more interested in content (what should be taught) than delivery (how it should be taught), leaving to practitioners the difficult task of organising services to students. In order to contribute to fill this gap, the authors review available data on three forms of delivery of instruction: one-to-one tutorial, small group, and enriched classroom teaching. The complementary role of these forms of delivery of instruction is discussed and researchers are encouraged to consider matters related to delivery of instruction when developing reading interventions. Reprinted by permission of the publisher.
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